建構主義式的網路科學學習對國中生力的概念學習之研究

The Effects of Constructivist-oriented Web-based Science Learning on Middle School Students' "Force" Concept Learning

10.6173/CJSE.2006.1405.01

梁志平(Chi-Ping Liang)；佘曉清(Hsiao-Ching She)

網路學習 ； 建構主義 ； 概念建構 ； Web-based Learning ； Constructivism ； Conceptual Change

科學教育學刊

14卷5期（2006 / 12 / 01）

493 - 516

繁體中文

本研究的目的在探討符合建構主義的學習模式，在融入網路化教學的特性後是否能夠協助學生建構較完整的力的概念。研究結果顯示，實驗組學生在後測及追蹤測均高於前測成績且達顯著差異，顯示使用建構主義式的網路科學學習模式，確實可以讓在自然科成績不論高成就或低成就的學生都可以學得很好，而且學習保留也有不錯的效果；另外不論在後測及追蹤測成績實驗組都優於對照組，代表建構主義式的網路科學學習模式不論在學習成效或學習效果的保留都優於傳統的教學方式。學習網站的學習路徑分析方面，在各單元都是高分組學生錯誤的概念較少，中分組次之，低分組的學生錯誤的概念較多。唯在「力的測量」單元，高、中、低分組三組學生錯誤的概念差不多，及「力的分類」單元，中分組錯誤的概念較高分組少。而在學習成效方面，在「力的測量」、「兩力平衡」、「力的合成」、「力的分類」及「摩擦力」的成就後測方面，高分組的學生成績均高於中分組及低分組的學生且均達顯著差異。另外在追蹤測驗方面，除了「力的測量」及「摩擦力」兩個單元外，高分組的學生追蹤測驗成績與低、中分組的學生成績都達到顯著差異。

This research examined the hypothesis that the use of constructivist-oriented, web-based science learning would allow students to develop more scientific views of force concepts. Results showed that the experimental group (use of constructivist-oriented web-based science learning) performed better on both the post-test and the retention-test of force concepts than the control group (traditional teaching). In addition, within the experimental group, both high and low achievement students made statistically significant progress on both the post-test and the retention-test. It appears that the use of constructivist-oriented wed-based science learning promote better and immediate performance and retention effects in students than traditional instruction method. The results of the students' learning path analysis showed that high achievement students had fewer misconceptions than middle or low achievement students on most sections except for the measurement and classification of force. It also showed that high achievement students made statistically greater progress than middle and low achievement students on the post-test on measurement of force, balanced force, force in combination, classification of force, and on the retention test on balanced force, force in combination and classification of force.

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